Academic achievement tests (continued): Senior high school and junior college.

2006 ◽  
pp. 114-156
Author(s):  
Donald G. Paterson ◽  
Gwendolen G. Schneidler ◽  
Edmund G. Williamson
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Junior College ◽  
Achievement Tests ◽  
Senior High School

scholarly journals A causal attribution model of academic achievement in senior high-school

1990 ◽  
Vol 32 (3) ◽  
pp. 137-147 ◽  
Author(s):  
AKIMICHI OMURA ◽  
MASAHIRO KAMBARA ◽  
SEIICHIRO TAKETSUNA
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Causal Attribution ◽  
Senior High School

The Slide Rule in the Junior College

1933 ◽  
Vol 26 (5) ◽  
pp. 292-295
Author(s):  
W. W. Gorsline
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Junior College ◽  
Senior High School ◽  
Slide Rule ◽  
Square Roots ◽  
The Third

The Program of this meeting was composed of three papers on the following subjects: The Slide Rule in the Junior High School, The Slide Rule in the Senior High School, and The Slide Rule in the Junior College. The first paper advocated that the slide rule should be studied in the seventh, eighth and ninth grades. No explanation of the foundation principles of logarithms was mentioned, and only the simplest operations of multiplication, division, proportion, squares and square roots were explained. If the student starts to study an instrument when he is young, even though he doesn't understand all the reasons, he will be ready for the further study of the foundation principles upon which the slide rule is based when be gets to the senior high school and junior college. When the pupil begins the study of logarithms in the third year of high school then he will be ready to understand fully all the reasons for any procedure with the slide rule.

Teaching of Science in Senior High School and Junior College

1945 ◽  
Vol 15 (4) ◽  
pp. 301 ◽  
Author(s):  
Samuel Ralph Powers ◽  
David James Blick
Keyword(s):  
High School ◽  
Junior College ◽  
Senior High School

Chapter VI: Teaching of Science in Senior High School and Junior College

1942 ◽  
Vol 12 (4) ◽  
pp. 412-424
Author(s):  
Frederick L. Fitzpatrick ◽  
Vivian Edmiston
Keyword(s):  
High School ◽  
Junior College ◽  
Senior High School

scholarly journals TEACHERS FEEDBACK AND ITS IMPACT ON STUDENTS ACADEMIC PERFORMANCE IN GHANA: A CASE STUDY OF NEW EDUBIASE SENIOR HIGH SCHOOL

2020 ◽  
Vol 2 (6) ◽  
pp. 166-186
Author(s):  
Justice Agyei Ampofo
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Formative Assessment ◽  
Student Learning ◽  
Positive Impact ◽  
Senior High School ◽  
School Students ◽  
Senior High School Students

The purpose of the study was to investigate how feedbacks from teachers affect the academic achievement of New Edubiase Senior High School students in the Adansi South District of Ghana. The descriptive survey design was employed for this study. The researcher used questionnaire as the main instruments for data collection. The target population for the study was all the teachers and students of New Edubiase Senior High School. In all, 60 teachers and 60 students were used for the study. Simple random and purposive sampling strategy was employed to select respondents for the study. Percentages were used for the analysis of the response and presented in tables and charts. Findings showed that students of New Edubiase Senior High School are aware of the importance of teachers’ feedback, both formal and informal type of formative assessment is used in assessing students of New Edubiase Senior High School by their teachers but the type of formative assessment that is mostly used in assessing students is formal. The study also found out that feedback help students to know the benefit of learning, encourages students to be more active and participate in class activities, help students to internalize and process the demands of task given to them by their teachers, increases self-esteem of students, guides students in on their performance, feedback deepen the understanding of students on their performance and also clarify what students should do. The study concluded that feedback can be used as an effective teaching tool by teachers in improving students’ academic achievement. Based on the findings, it was recommended that teachers of New Edubiase Senior High School should use formative feedback effectively as an effective tool on student learning and achievement and must also see the importance of assessment and clearly show how feedback can have a positive impact on student learning. Keywords: Teachers Feedback, Impacts, Senior High School Students, Academic Performance, New Edubiase.

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